1. Gendered research careers and content Gary Loke, Head of Policy 15 June 2016, University of Chester

2. ECU works to further and support equality and diversity for staff and students in higher education and seeks to ensure that staff and students are not unfairly excluded, marginalised or disadvantaged because of age, disability, gender identity, marital or civil partnership status, pregnancy or maternity status, race, religion or belief, sex, sexual orientation, or through any combination of these characteristics or other unfair treatment. Equality Challenge Unit

3. GENDER-NET Coordinator: CNRS (France) 13 Partners (all national programme owners) from 12 countries: 5 Ministries / State Secretariats (France, Spain, Slovenia, Switzerland, Israel) 6 National RFOs or National Academy (Norway, Ireland, Belgium, Cyprus, Canada, US) 1 National RPO-RFO (France) 1 National non-profit (ECU) 10 Observers (Germany, Canada, Austria, Norway, Czech Republic, Iceland, US, NordForsk) http://www.gender-net.eu/

4. 1. Women in HE: the picture today

5. Student data HESA: 2012/13; ECU Know your numbers 2015

6. Student data: horizontal segregation HESA: 2012/13; ECU Know your numbers 2015

7. Staff data HESA: 2012/13; ECU Know your numbers 2015

8. Staff data: professoriate HESA: 2012/13; ECU Know your numbers 2015

9. Staff data: heads of institution HESA: 2012/13; ECU Know your numbers 2015

10. Identity EthnicityDisabilityAge Sexual orientation Religion and belief Caring responsibilities Marital or civil partnership status Gender identity Socio- economic status Nationality and migration history English as a second language International

11. Intersectionality HESA: 2013/14; ECU Know your numbers 2016

12. Research funding =European Research Council (ERC) for 2007–13 show that women make 25% of grant applications, and receive 20% of awards. =Different across disciplinary domains: =in the physical sciences and engineering, women submit 17% of grant applications and receive 15% =in the life sciences, 30% and 21% =the social sciences and humanities, 36% and 31% =Similar pattern in UK research funding http://www.rcuk.ac.uk/documents/skills/rcukdiversitynarrativesanddata-pdf/ https://erc.europa.eu/sites/default/files/document/file/Gender_statistics_April_2014.pdf

13. 2. Integrating gender analysis into research (IGAR)

14. Considering sex analysis Heart disease is biggest killer of women in the USA and Europe Historically, heart disease mainly seen as a male disease (research commonly all-male subjects) Gender bias in heart research: Women experience different symptoms to men (usually less intense and more varied): less recognised Men with abnormal test results treated more intensively than women with the same results Women twice as likely to receive a psychiatric diagnosis

15. Considering gender analysis 15

16. GENDER-NET: Mapping and Analysis of national IGAR initiatives Five key areas: 1.Policies and strategies aimed at integrating sex/gender analysis in research 2.Research funding programmes fostering the integration of sex/gender analysis in research 3.Guidelines/training for applicants 4.Guidelines/training for grant proposal reviewers 5.Recommendations and/or models for university curricula development in scientific and technological fields (other than humanities & social sciences)

17. GENDER-NET: IGAR survey: 40 responding national organisations

18. 3. Making changes 1

19. What you can change IndividualKnowledge Structures (Schiebinger, 1999)

20. Contact Gary Loke Gary.loke@ecu.ac.uk @ECUGary